Policy Document
Subject:
Inclusion and Intervention/ SEND
Responsible Committee
Curriculum and Community
Last Reviewed
Spring 2014
Date for Review
Spring 2016
Rationale
We believe that:
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Every child has a right to a broad and balanced curriculum.
It is the responsibility of all teachers to help each pupil reach their own potential whatever their
needs.
Early identification of difficulties is important in order to provide the correct support to enable a pupil
to make maximum progress.
Parents have a vital role to play in their children’s education.
It is important that pupils are encouraged to become motivated learners, involved in decisions about
their learning and able to relate well to others.
Parents of children with special educational needs should have opportunities to understand fully
what this means and the provision made for their child.
Maidenhall Primary meets the requirements as set out by the Special Educational Needs (SEN) Code of
Practice (2014) in this policy and seeks to ensure that guidelines for equal opportunities are met.
Definition (in line with 2014 code of practice)
A child with SEN is identified as having a learning difficulty or disability which requires special (outside)
educational provision. These are children that have:
(a) Significantly greater difficulty in learning than the majority of others of the same age; or
(b) a disability which prevents or hinders them from making use of educational facilities that are in place for
peers of the same age
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There are four broad areas of SEN:
Communication & Interaction
Cognition & Learning
Social, mental and emotional health
Sensory and/or physical
Changes from the SEN Code of Practice 2001
Code of Practice 2014 cover 0-25 age range
There is a clearer focus on the views of children
Closer working partnerships between education, health and social services
Education, Health and Care Plans (EHC plan) have replaced statements & Learning Difficulty Assessments
School Action and School Action Plus have been removed. Instead, there is a single category for children
who need extra specialist support.
Roles and responsibilities
The Headteacher is responsible for the day to day management of all aspects of the school’s work, including
provision for children with SEN. The Headteacher keeps the Governing Body fully informed and works
closely with the Inclusion Manager/SENCo.
The Inclusion Manager/SENCo has responsibility for the day to day operation of the school’s SEN policy.
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The key responsibilities of the SENCO may include:
Overseeing the day-to-day operation of the school’s SEN policy;
Coordinating provision for children with SEN;
Liaising with the relevant designated teacher where a looked after pupil has SEN;
Advising a on graduated approach to providing SEN Support;
Advising on the deployment of the school’s delegated budget and other resources to meet pupil’s needs
effectively;
Liaising with early years providers, other schools, educational psychologist, health and social care
professionals, and independent or voluntary bodies;
Being a key point of contact with external agencies, especially the LA and LA support services;
Liaising with potential next providers of education to ensure a young person and their parents are informed
about options and a smooth transition is planned;
Working with the head teacher and school governors that the school meets its responsibilities under the
Equality Act (2010) with regard to reasonable adjustments and access arrangements;
Ensuring that the school or maintained nursery keeps the records of all children with SEN up to date.
Admission arrangements and special facilities
The school’s admission arrangements for non-statemented SEN pupils are considered as part of the normal
admissions procedures. However, where a child has a statement of SEN/EHC Plan, including those with a
medical/physical disability, discussion with parents, previous school, LA officials and Health Authority should
take place in order to ensure that the pupil’s needs are best met.
Maidenhall Primary School currently has no specialist units, but has a clean medical room and two disabled
toilets. Wheelchair access is available to all areas of the school.
Special Needs and Disability Act 2001
The school has regard for the recommendations of this act. There is no discrimination against disabled
children in the admission arrangements or in the education provided by the school for its pupils. The
governors will participate in decisions about the provision of educational aids and services for children with
disabilities.
We adhere to all DDA requirements as set out by the local authority.
Requirements from the national Curriculum
Teachers at Maidenhall have high expectations for every pupil. We ensure all pupils access the curriculum,
whatever their prior attainment. Teachers use appropriate assessment to set ambitious targets. Lessons are
differentiated to address potential areas of difficulty to ensure there are no barriers to pupils achieving their
goals and studying the national curriculum.
SEN support: Identification, Assessment and Provision
The school follows a graduated approach by drawing on more detailed approaches, more frequent reviews
and more specialist expertise in successive cycles in order to match interventions to the SEN of pupils at
Maidenhall.
Assess, Plan, Do, Review Cycle (see Review Cycle)
Before identifying a child with SEN there needs to be an investigation of the pupil’s needs. This is where a
‘Concerns Form’ is completed by the class teacher and needs are discussed with the SENCo or at Pupil
Progress Meetings. Wave 1 & 2 strategies are given to the teacher to apply and teachers inform parents of
any initial concerns they may have with their child’s learning. If a child has gone through 2 Pupil Progress
cycles (no more than a term) and is still making little or no progress then further support will be provided.
At this point we complete a ‘Passport for Learning’ to establish barriers to learning and record existing
support in place for the child. This is completed with the class teacher, parents and other adults that may be
involved in the child’s learning. The views of the pupil and their parents/carers are also recorded on the
document. Learning outcomes are identified; these are reviewed termly. The teacher is advised on the
implementation of further wave 1 and 2 strategies, or wave 3 strategies and additional outside agency
support. The action plan includes what action will be put into place, what the success will look like, who is
responsible for the implementation of the support and a clear date for review. It is at this point the child is
classed as SEN.
The class teacher is responsible for working with the child on a daily basis. Wave 2 and 3 interventions,
where the interventions involve small group or one to one teaching away from the teacher, the class teacher
should still retain responsibility for the pupil, working closely with the teaching assistant or the specialist staff
involved, to plan and assess the impact of the interventions. The class teacher must ensure that the impact
of the interventions are kept and recorded for the child in the inclusion file. When a child makes slow or no
progress, a Learning Log may also be set up for the child. This involves weekly target setting between the
child and the teacher. These targets are set on a Monday and reviewed on a Friday with a view to identify
what the child needs to learn next, encouraging children to set their own targets and to self-assess.
The teacher is responsible for providing parents with up to date information of the progress of all children in
their class.
The progress of the child is reviewed every six weeks during the whole school Pupil Progress system that is
in place at the school. Where a child continues to make little or no progress then a dialogue between the
parent, teacher and Educational Psychologist may be set up to discuss an EHC plan.
Pupils with Statements/ EHC Plan
Where a child demonstrates significant cause for concern the school may request statutory assessment.
Statutory assessments will not always lead to an EHC plan. The LA will decide on the final outcome. The
information gathered during an assessment may indicate ways in which the school can meet the child’s
needs within available resources. All pupils with an EHC plan will have a statutory annual review in addition
to the regular school reviews.
School Liaison Meetings
These are held termly with the senior leadership team, Inclusion Manager/SENco and the Family Workers to
discuss pupils causing a concern. Outside professionals may be invited where necessary.
SEN Funding
The school receives a delegated budget, a proportion of which is allocated to special education needs
support. Pupils with EHC Plans receive an additional allocation of money to fund their support in school.
Mainstream schools’ contribution (£6,000 per pupil) to the needs of a high needs pupil is their notional SEN
budget plus their basic entitlement (AWPU) funding. Funding above this level is top-up funding allocated
from the high needs block. As part of the school funding reform agenda there is a requirement to define the
notional SEN budget for schools (£89,656 for Maidenhall Primary School for 2014-15) which is made up of a
mixture of prior attainment, deprivation and AWPU.
Top-up funding above the level of the notional SEN budget plus AWPU amounts to £20,278 for 2014-15, with
funding moving in real-time as pupils join and leave the school.
Working in Partnership: Parents, pupils & outside agencies
At Maidenhall, we believe it is important for everyone to work together in partnership: health, school, parents
and other agencies to give the best educational experience to our children (SEN COP 2014). We believe that
sharing information with parents about their child in a transparent way will help parents engage in positive
discussion, giving them the confidence that their views and contributions are valued and will be acted upon.
Where appropriate, translators and Family Workers at the school are available. Examples of positive
partnership working at Maidenhall include; Annual reviews of EHC Plans; Team around the Child (TAC)
meetings; School Liaison Meetings; and Common Assessment Forms.
Some of the agencies that we work in partnership with are: Educational Psychology Service, Speech &
Language Therapy, Occupational Therapy Services, LA SEN Services, LA Learning Support Services
(including Early Years provision), Child Adolescent & Mental Health Services (CAHMS), Visually Impaired
Service, Hearing Impaired Service, Social Services, Autism outreach, Physiotherapy, Behaviour Support &
Tuition Services, Edwin Lobo, School Nurse etc.
Complaints procedure
The school has a complaints procedure. Parents should first voice their concerns with the Assistant
Headteacher / Senior Leader link followed, if needed, by discussions with the Head Teacher. If they are not
satisfied the Head Teacher will provide them with a copy of the complaints procedure.
Evaluating success
The success of the policy is measured by:
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progress made by SEN pupils: National Curriculum levels, reading ages, meeting IEP targets
pupils increase in confidence
pupils increase in independence
teachers confidence in including pupils with SEN
parents aware and supportive of their child’s needs
The policy will be reviewed over 2 year period in the spring term to:
review the effectiveness of procedures and use of resources
keep up with any changes in legislation
allow for any changes within the school
Appendices:
Review Cycle at Maidenhall Primary
Provision Map (Wave 1, 2 & 3 strategies, includes specialist support services)
Initial concern form
Passport for Learning
Review
Cycle
forfor
pupils
with
SEN
at Maidenhall
Maidenhall Primary
Primary
Review
Cycle
pupils
with
SENororcausing
causingaaconcern
concern at
Investigatory Process
Identification of children with
SEN
Step
1
Teacher
completes a
‘Concerns Form’
and hands in to
SENco/discussed
at Pupil Progress
meeting
Teacher raises concern about a
child
Parent raises a concern about
their child
Data shows child is not making
progress
Involve
Educational
Psychologist and
parents in
dialogue on next
steps
Continue PfL or
remove from
Register and Plan
and monitor along
with rest of pupils in
class using wave 1 &
2 strategies
YES
Step
2
Is EHC
required?
Step
5
Wave 1 & 2 interventions are
recommended and monitored
and tracked for a max of 2 PP
meeting cycles. Parents are
informed of the concern. SENco
to monitor quality of
interventions and in class
support
Step
6
Is child making adequate progress or is further action
required?
Step
4
If child makes little or
no progress the child is
moved onto the SEN
register for additional
support. Passport for
Learning completed by
all stakeholders
NO
Continuous assess, plan, do & review.
Step
3
Review & monitor successes in half
termly Pupil Progress Meeting.
SENco to monitor quality of
interventions and in class support
Provision Map
2014-15
Area of need
All pupils , where appropriate (wave 1)
Cognition and learning
Differentiated curriculum planning, activities, delivery and outcome
Pupil progress meetings
Increased visual aids e.g. the use of interactive WB, modelling etc
Visual timetables
Illustrated dictionaries
access to word processors
in class support from TA
focus group work with CT
Working Wall
Active and outdoor learning
Pre-teaching
Guided reading
Individual reading
Letters and sounds
SPAG (spelling, punctuation and grammar)
Numicon
Reading schemes
Parents as Partners
Family workers for shared learning (family centre)
Communication and
interaction
Differentiated curriculum planning, activities, delivery and outcome e.g. simplified
language
Increased visual aids e.g. the use of interactive WB, modelling, etc
Visual timetables
Pre-teaching
Structured class routines
Talk Across the Curriculum
Talking partners
Drama and role play
Social, mental and
emotional health
Whole school behaviour policy
Class rules/golden rules
Class rewards and sanction system
SMSC curriculum
Celebration/ Achievement assembly
Play leaders (TAs and MDPL)
Breakfast club
SEAL programme
Circle Time
Behaviour TAs
Talk Boxes
Family workers
5 A day
Accessible single floor school building adapted for wheelchairs.
Open flow outdoor play areas
Medical support (school nurse and welfare officer)
Shower and changing facilities
After school clubs e.g. Basketball, football
Sensory and physical
Catch up
(wave 2)
1:1 Phonic tutoring (letters and sounds)
Booster groups in reading (lunchtime/
assembly/after school) ,
5 Minute Box reading
Maths ( Number box)
Targeted in class support from TA
Parents groups e.g. ESOL, maths and
parenting groups (PEEPS) and drop-ins
(family centre)
Home work club
ICT clubs
ICT programmes: e.g. Wordshark
Early Reading Recovery
Rainbow Writing
Pre teaching
Race to English
Puzzles & Problems
Communicate in Print
Speaking and listening groups
Social skills/social interaction groups.
Attention/focus/ carrying out instructions
groups
Speech language and Communication
Adviser
Easy Speak Postcards
Social Speaking
Communicate in Print
Behaviour TAs for targeted support
Family workers for targeted support
(children and parents)
Friendship groups
Social skills groups
Mentoring
Breakfast Club
Before & After school clubs
Personalised rewards and certificates
Behaviour TAs
Access to equipment e.g. wobble cushion
& writing slopes
Pencil grips
SEN
(Wave 3)
EP support
SEN consultant support (SENCO supported
observations and recommendations for
individual children)
SEN TAs for individual support
(EHCP/Statemented pupils)
Passport for Learning and plans
Speech and Language therapy
ASC outreach service
Individual visual timetables and workstations
Parental support group (Autistic children)
CAMHS
EP
BSS
EWO
CHUMs
Safeguarding and outreach officer
CAFs
Behaviour TAs
Occupational/physiotherapist advice
ASD Team
Visual Impairment Advisory Teacher
Initial Concern Form- SEN/SALT
Name:
Class:
Term:
Completed by:
Reason for referral:
Concerns or issues around the child’s social, emotional needs
Parental Involvement
General learning (please include child’s levels in R, W & M)
Interaction with peers and adults
Interventions/additional support provided by the class teacher:
When would be the best time to observe? (Tuesday, Wednesday, Thursday, SENCo,
Tuesday, Wednesday, SALT)
Day:
Time:
Subject
Referral form completed on (date):…………………………………………….
Please return to Gill Williams/John Cane as appropriate
Passport for Learning
National Curriculum Levels
Pupil’s Views
Interventions
Access Arrangements
Name:
DOB:
Class:
Nature Of Learning
Difficulties:
Date:
Strengths
Strategies To Support Learning
Targets/Learning Outcomes
Barriers To Learning
Parents View: